Academic literature on the topic 'School management and organization – Namibia – Case studies'
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Journal articles on the topic "School management and organization – Namibia – Case studies"
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Lagrosen, Yvonne, and Stefan Lagrosen. "Organizational learning in consciousness-based education schools: a multiple-case study." International Journal of Educational Management 34, no. 5 (February 23, 2020): 849–67. http://dx.doi.org/10.1108/ijem-01-2019-0009.
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PurposeAn innovative technology called consciousness-based education (CBE) is being introduced in schools worldwide. The approach includes both an experiential and an intellectual component. However, research studies exploring learning in CBE are rare. The purpose of the paper is to explore how organizational learning takes place in schools, which adopt CBE in addition to their ordinary curriculum. Moreover, the ambition of the approach regarding quality is examined.Methodology/approachA multiple-case study has been carried out. Four schools using CBE have been studied: a private school in Fairfield, Iowa, USA; a governmentally funded free school in Skelmersdale, United Kingdom; an independent school in Melbourne, Australia, and a primary school in Lelystad, the Netherlands. In total, 26 in-depth interviews have been performed, mainly with teachers and students but also with principals and experts in the CBE pedagogy. In addition, three focus-group interviews with primary school pupils were conducted and observation during classes was included. The data were analyzed by the constant comparative technique from the grounded theory approach.FindingsCategories characterizing organizational learning in the CBE schools have been identified. These findings are related to theories of the learning organization, resulting in a framework depicting different components of learning.Research limitation/implicationThe study provides a framework illustrating organizational learning in schools that utilize CBE which affords an overview of the technology and can serve as a vantage point for further research. Since this is a qualitative case study, the effectiveness of the CBE approach and its impact on learning outcomes were not assessed, and the possibilities to generalize the findings are limited.Originality/valueCBE has not previously been studied from an organizational learning perspective.
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Pellegrini, Laura, Mirko Locatelli, Silvia Meschini, Giulia Pattini, Elena Seghezzi, Lavinia Chiara Tagliabue, and Giuseppe Martino Di Giuda. "Information Modelling Management and Green Public Procurement for Waste Management and Environmental Renovation of Brownfields." Sustainability 13, no. 15 (August 1, 2021): 8585. http://dx.doi.org/10.3390/su13158585.
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Information Modelling and Management (IMM) methods for Most Economically Advantageous Tender (MEAT) can promote the adoption of environmentally sustainable practices. Despite the wide regulatory framework and existing drivers, Construction and Demolition Waste (CDW) trends are still growing. The literature review analyzed IMM and CDW management implementation during design phases although few studies focused on Green Public Procurement (GPP) and CDW management integration from the Public Client’s point of view. This research aims at investigating the integration and efficiency of MEAT and IMM to promote the application of sustainable strategies focused on waste reduction and resource valorization. The study investigates the Public Client’s role in promoting sustainable practices, introducing digital material inventory and BIM during the design phases, and including environmental award criteria in the call for tender documents. A Design Build (DB) procurement model was considered in the case study of a brownfield renovation and the construction of a new school in northern Italy. The methodology provided the Public Client and included a method to evaluate the environmental impact of the bids, allowing for proper selective demolition planning, CDW decrease, and organization while promoting their integration in companies’ expertise and procedures. The replicability of the methodology is demonstrated by positive results of present and previous case studies.
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Denysiuk, Oksana, and Nataliia Tytarenko. "MONITORING OF THE NEW UKRAINIAN SCHOOL AS A PART OF MANAGEMENT ACTIVITY (A CASE STUDY OF THE RESEARCH ON VOCATIONAL GUIDANCE OF STUDENTS DURING GENERAL SECONDARY EDUCATION)." Educational Analytics of Ukraine, no. 1 (2021): 93–103. http://dx.doi.org/10.32987/2617-8532-2021-1-93-103.
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The implementation of any reform in general, and education in particular, includes the monitoring of its implementation. Monitoring as a management method allows achieving the purpose of control over education reform. For the purpose of our research, we have adopted the definition of monitoring as a set of standardized procedures for continuous monitoring of changes in the activities of the studied object and directing these changes to achieve the object’s given development parameters. Thus, the purpose of the article is to illustrate the use of monitoring studies to collect statistical data for the case study, such as the readiness of general secondary education institutions to introduce a specialized school as a part of the third level of general secondary education. During the basic monitoring study of the organization of career guidance work in general secondary education institutions, conducted in October-November 2020, the standardization of the procedure was followed with the help of the Google Forms service. The service was used to develop and aggregate a questionnaire for deputy directors of educational institutions. The questionnaire contained qualitative indicators on the organization of career guidance in educational institutions, namely information on the experience of work organization, its effectiveness, the need to improve the professional level of teachers for the organization of career guidance. The main results of the case study are as follows. Career guidance was organized in the majority (96,9 %) of general secondary education institutions. 69,3 % of respondents rate the efficiency of vocational guidance organized in general secondary education institutions as «high», 14,4 % – as «low» and «lower» (2,6 % and 11,8 %, respectively). The features of the organization of career guidance are revealed, the needs of educational institutions for the modernization of this work are singled out, the request of the respondents for raising the professional level on the research subject is determined. The analysis provided an opportunity to formulate conclusions and recommendations that will be an objective tool for creating a strategy for reforming career guidance, taking into account the needs of the labor market and the abilities and talents of high school students.
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Patronova, Irina A. "Designing additional professional education programs for rural school leaders." Pedagogy Of Rural School 1, no. 7 (2021): 142–52. http://dx.doi.org/10.20323/2686-8652-2021-1-7-142-152.
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The article deals with the design of additional professional education programs based on the identification of professional and personal difficulties of rural schools heads, the results of evaluation procedures. The traditional leading role of rural schools in the performance of educational, up-bringing, general cultural and social functions is determined. Various approaches to the problem of identifying professional deficits of heads of educational organizations located in rural areas are considered: regulatory and scientific. The article describes the study results of the identified difficulties in the organization of procedures for certification of managers, implementation of additional professional education programs. A number of features of the support organization for heads of rural and small schools are highlighted: continuity of organizational and methodological assistance; accessibility; variability, relevance and differentiation; advanced support; focus on reflection, the results of evaluation procedures, professional and personal deficits and needs. A system for identifying professional deficits and difficulties using designed tests, case studies, and the «Virtual School» system is described. The normative andscientific-methodological approach to the problem under study allowed us to determine the list of relevant significant professional and personal competencies, combined in the following blocks: «Personnel management», «Resource management», «Process management», «Results management», «Information management». The article considers the methodological basis for the formation of the assessment of professional and personal competencies and the continuous support of their development in the process of educational and professional activities, the system of additional professional education. As a result of the analysis of evaluation procedures, the obtained data are described in relation to individual educational organizations and managers, which allow providing targeted support and support in the regional system of additional professional education. The article raises the issue of building individual educational routes, choosing various forms of additional professional education: formal, non-formal and informal. The article describes the most relevant forms of additional professional education in relation to the heads of rural schools: seminars, webinars, mutual training, internships, mentoring, activities of informal educational groups, associations, laboratories of «Rural schools»
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Kučerová, Silvie R., Jan D. Bláha, and Zdeněk Kučera. "Transformations of spatial relationships in elementary education: A case study of changes in two Czech rural areas since the second half of the 20th century." Moravian Geographical Reports 23, no. 1 (March 1, 2015): 34–44. http://dx.doi.org/10.1515/mgr-2015-0004.
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Abstract Transformations in the spatial organization of elementary education in the Czech Republic over the last 50 years are examined in this article, via case studies of two rural regions (Turnov district and Zábřeh district). The aim of the study is to investigate the impact of general development trends in elementary schools in territorial detail. Changes in the spatial distribution of schools, the size of school catchment areas, and the main education-related commuter flows are analyzed and visualized in cartographic form, in the context of educational policy and management.
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Turner, Kay-Alana, Craig S. Escamilla, and Enrique Henry R. Venta. "The Symphony Of Southeast Texas In 2015: A Regional Orchestra Navigating New Horizons." Journal of Business Case Studies (JBCS) 12, no. 2 (March 31, 2016): 61–68. http://dx.doi.org/10.19030/jbcs.v12i2.9623.
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The Symphony of Southeast Texas (Beaumont, TX) is the only professional symphony orchestra between Houston, TX, and Lake Charles, LA. From 2010- 2014, the organization focused on resolving internal management and financial challenges. Additionally, the orchestra identified 3 major goals: (1) To be an orchestra able to play anything, (2) To be an orchestra reaching 1/3 of the local population each season, and (3) To be an orchestra hosting a music school with a full youth orchestra. As the 2014 -2015 season began, these initiatives created a position full of possibilities for the orchestra’s new executive director. He could now reach beyond simply solving problems within the organization, in order to bring the community of Southeast Texas a new perspective on classical music and the Symphony. This case study, best used in undergraduate or graduate management, marketing, service management, nonprofit management, operations management, or strategy courses, describes the progress of the orchestra and studies the opportunities and challenges still facing the Symphony of Southeast Texas in light of this new era. The information presented in the case study was obtained through interviews with staff and board members of the organization, along with a case study of the orchestra conducted in 2010. The findings were then analyzed to identify trends in opinions among members of the organization and to gather facts about the current management and the future of the Symphony of Southeast Texas. The study finds that the Symphony is well-managed, but must find new, exciting ways to fulfill its mission of reaching the community.
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Osipova, Alla A. "Multi-stage cases as a tool of intensification of educational results of economic preparation in high school." Pedagogy and Psychology of Education, no. 1, 2020 (2020): 116–24. http://dx.doi.org/10.31862/2500-297x-2020-1-116-124.
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The article discusses the design and technology of using multi-stage cases in the process of implementing educational programs of higher education in the Economics areas of training. The author describes the possibilities of multistage case studies to increase the level of systematic nature of the generated knowledge and skills, accelerate their transformation into skills, obtain multiplicative educational effects, and prepare the student to perform a specific labor function. Multi-stage cases allow students to set larger tasks and formulate more complex tasks. The article describes characteristic of the content and organization of the multistage case study in the discipline "Accounting and Management Accounting" as well as the educational results in accordance with the norms of the Federal State Educational Standard and Labor Standard.
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AEBSAPAP, Teerasak, Tungkunanan PARIYAPORN, and Sisan BOONCHAN. "Confirmatory factor analysis of head of department’s functional competencies development: a case study in the secondary schools inThailand." Espacios 42, no. 15 (July 15, 2021): 56–65. http://dx.doi.org/10.48082/espacios-a21v42n13p05.
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Functional competencies of Head of Department has been paid attention to because for a school in Thailand, the head of each department, is very important. However, the issue is the appointment of a teacher who does not have any prior proper training before. This may cause such a teacher to have incomplete functional competencies. Therefore, it is necessary to develop the functional competencies of the Head of Department. This research focuses on the components of the functional competencies of the Head of Department of secondary schools under the Office of the Basic Education Commission. As for this study, from the review on a great number of related literature, it can be granted that functional competencies of the Head of Department of secondary schools under the Office of the Basic Education Commission can be grouped as follows: 1) Intellectual Leadership 2) Quality Management 3) Educational Innovation and Information Technology 4) Professionalism Development 5) Curriculum, Measurement and Evaluation of Learning 6) Learning Organization and 7) Professional Ethic. These seven dimensions are then examined using Confirmatory Factor Analysis, which shows the congruence with the empirical studies.
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Wiyono, Dwi Fitri. "CURRICULUM DEVELOPMENT STRATEGIC MANAGEMENT MODEL ISLAMIC INTERNATIONAL BOARDING SCHOOL (IIBS) IN THURSINA IIBS MALANG." Ta dib : Jurnal Pendidikan Islam 10, no. 1 (May 1, 2021): 121–42. http://dx.doi.org/10.29313/tjpi.v10i1.8232.
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The aims of this study to find the process of formulating, implementation and evaluation of the curriculum strategy strategy for the International Islamic Boarding School Islamic education model at the Thursina IIBS Islamic Education Institute Malang Regency. The method in this study uses a qualitative approach, case study research with multi-site design, data collection techniques, namely: interviews, observations, and document studies, analysis techniques using single cases and cross-cases. The results of this study are: (1) Formulation of the curriculum development strategy of the International Islamic Boarding School model through the following stages: first, the input strategy: combining the Islamic boarding school curriculum, the national curriculum and the international curriculum namely the Coumbridge Curriculum, graduates from the International Islamic Boarding School (IIBS) will have a charter Coumbbrige, Second, process strategy: developing curriculum through language strengthening and self-development with global insight (enrichment and extension), third, output strategy: commitment to the quality of graduates who have an Islamic personality (morally excelent), globally minded (internationally minded) , and spirited leader (an inspiring leader). (2) Implementation of the strategy of developing Islamic education curriculum model International Islamic Boarding School (IIBS), implementation of the curriculum through the process of organizational culture and refocusing the organization and specialization class (Moslem scholar, entrepreneur, sciencepreneur, professional) (3) Evaluation of strategy development of Islamic education curriculum the International Islamic Boarding School model, the evaluation adapts to the standard curriculum blending the pesantren curriculum, national, and international, the evaluation is carried out holistically starting from the input, process, output, and outcome by involving all stakeholders in curriculum development.
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Tumlovskaja, Jelizaveta, and Romas Prakapas. "Factors Determining the Success in Self-Evaluation of General Education School: The Case of Lithuania." Pedagogika 137, no. 1 (June 4, 2020): 105–16. http://dx.doi.org/10.15823/p.2020.137.6.
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The self-evaluation of the quality of activities in general education schools in Lithuania was started in 2002. A number of scientific studies have been carried out during the process of design and application of quality self-evaluation tools; however, research showed that the essence of quality self-evaluation processes was not always understood. Meanwhile, there are examples of good practice in Lithuania that have been identified with an external quality evaluation of the schools. Therefore, this article addresses to the problem of the factors that determine the success of self-evaluation of quality in general education schools. The article is based on a case study strategy. Classical and content analysis methods were used to process the research data. The study concludes that the key factors of the success of quality self-evaluation in schools consist of a well-organized self-evaluation process, timely use of self-evaluation data, and an impact on organizational development in response to change challenges. Factors identified with the study are related to clear management decisions related to planning, responsible involvement of all community members, and integration of internal processes focusing on the challenges of educational process change. This helps to clearly understand the mission of the organization, and also provides a great foundation for the leadership of every member of the community and contributes to the development of their professional competencies.
Dissertations / Theses on the topic "School management and organization – Namibia – Case studies"
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Mabuku, Robert Nalisa. "Democratic leadership and management practices in a rural Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003370.
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The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.
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Shilima, Christine. "An investigation into perceptions of participative management in a Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1005874.
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This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from this study. However the school does experience challenges such as lack of knowledge on the practice and potential of PM in school management and leadership, illiteracy among parents that prevent them from participation in management and autocratic management practices from some members in formal leadership. The study suggests that trust, relationships and openness are good interpersonal skills that can help enhance the practices of PM in the school. Other strategies were to sensitize stakeholders on the practices of PM.
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Moelanjane, Porgarius Porgacy Rukee. "The perceived impact of policy change on leadership and management : a case study of a Namibian school." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007670.
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The transformation of education has been central to the programme of the first democratically elected government in Namibia, both because of the democratic demands for equality, equity and access, and as a means towards the wider transformation of Namibian community. The study provides a brief history of the pre- and post-independence education policy environment in Namibia with regard to how management and leadership of schools gave rise to opportunities for the development of democratic participation. Adopting an interpretive approach, the study examines several key stakeholders' perceptions of the impact of transformation initiatives on their leadership and management thinking and practice. The sample comprised four teachers, a principal, a director, a school board member, two learners and a hostel matron. The findings reveal that, in order to create a democratic school community, the stakeholders' role is largely a matter of opposing and transcending the contradictions, inadequacies and limitations inherent in the educational ideas, policies and practices caused by the previous Apartheid education system. There is a reasonable amount of success in the implementation process of democratic leadership and management of schools. The findings further highlight contradictory tendencies, in that the Ministry of Basic Education Sports and Culture established a uniform system of education but also entertained the principle of decentralised governance through the introduction of school based management practice incorporating the main stakeholders at local level. The data confirms a communication gap between stakeholders, lack of adequate education and training in participatory management and leadership for learners, parents, teachers and school boards, and insufficient support from the national and the regional authorities. The study concludes with some specific recommendations that might strengthen stakeholders' sense of their participation in democratic practices for longer-term cost effective implementation to occur. This is supported by the belief that education policy change only becomes a reality once understood, owned and appreciated at local level.
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Awarab, Erwin Ronald. "An investigation into the organisational culture at an academically successful secondary school in Namibia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003494.
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The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.
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Kashikatu, Lukas. "An organization development intervention in a Namibian rural school in Ohanguena region." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003567.
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Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of change in order to adapt, and OD plays a crucial role in this regard. OD is a consciously thought of and systematically implemented organization-wide improvement effort which aims at increasing organizational effectiveness and health through action research. Rather than a top-down change approach, the OD practice adopts a bottom-up approach to change. This study introduced and investigated an OD intervention in a Namibian rural school in Ohanguena Education Region, with the purpose of exploring participants’ perceptions and experience of the process and of the possible short-term outcome of the intervention. Its findings could be of significance to educators, organizations and future OD esearchers. The study is an action research case study located in the interpretive and critical paradigms. Multiple data collection tools were used during this study, namely observations, structured one-to-one interviews and focus group interviews. Interpretive analysis was used as the data analysis approach. The study found that despite OD being new to participants, it was embraced as a change strategy as it made significant impact on their understanding of organizations and conception of change which is radically different from the common top-down approach to change. The intervention further empowered participants with new skills of initiating change and problem-solving strategies. Apart from that, the intervention yielded a positive short-term outcome which motivated participants to adopt and apply OD in the future without underestimating challenges associated with the process.
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Uushona, Andreas Bishi. "Learners' participation in leadership: a case study in a secondary school in Namibia." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001749.
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Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.
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Ipinge, Emma. "The role of management and leadership in the schooling of at-risk learners: a case study of a school in Namibia." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003634.
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Most schools that serve learners who come from disadvantaged areas and backgrounds face unusually difficult challenges. These schools experience poor performance and disciplinary problems, and teachers lack motivation and commitment. This study explores the role of leadership and management in the schooling of at-risk learners at Pandu Primary School. This school accommodates learners mostly from Hafo, a township characterised by poverty with a high crime rate. However, in spite of these factors school inspectors and advisory teachers perceive the school to be successful. The school uses an abundance of energy and unusually high levels of human effort in a very focused way to improve the teaching and learning standard. The study found the co-existence of apparently conflicting management and leadership approaches in managing and leading the school. Strict control used in the school to make teachers work hard is an element of classical organisational theory, with its emphasis on span of control or number of workers supervised. Policies with strict rules are in place to create a calm atmosphere and serve as directives for teachers and learners. On the other hand, constructivist approaches – such as instructional leadership, transformational leadership, collegial model of management and open systems – are also clearly evident in the findings. Instructional leadership is evident in the emphasis on improvement of classroom practice. Elements of transformational leadership are seen in that the principal motivates the teachers and serves as a role model. The school also has some features of the collegial model of management, and can be described as an open system. Thus, by drawing on management and leadership approaches informed by different traditions and philosophies, the school succeeds against severe odds.
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Uiseb, Gerson. "An exploration of teacher leadership: a case study in a Namibian rural primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001715.
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The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study explored teacher leadership in a rural primary school in the Otjozondjupa region of Namibia. The study explored the understanding of the concept teacher leadership, the practice of teacher leadership and the enhancing factors as well as barriers to teacher leadership practice. A qualitative interpretative case study was conducted. Interviews, document analysis, focus group interviews, a questionnaire and observation were employed to produce data with regard to teacher leadership practices in the case study school. The data were analysed thematically using Grant’s (2008) model of teacher leadership. Findings revealed that the concept of teacher leadership was understood as teachers leading both within and beyond the classroom. Teacher leadership was practiced across the fours zones of teacher leadership (after Grant, 2008), but to varying degrees. It could be categorized as emergent teacher leadership (after Muijs and Harris, 2005) within a formal distributed leadership framework (MacBeath, 2005). Teacher leadership in the case study school was enhanced by collaboration among staff and involvement of teachers in school level decision-making. However, barriers to teacher leadership at the case study school included holding on to power by the principal, teachers’ negative attitudes towards teacher leadership, a lack of incentives, a lack of time due to a heavy work load and a lack of professional development.
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Zokka, Thomas Kayele. "An exploration of teacher leadership : a case study in a Namibian urban primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001809.
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After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
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Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.
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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and motivate interpersonal relationships and teams. The study drew on leadership theories and findings from related studies to make sense of the role played by leadership in this particular rural school in Namibia. The study uses the interpretive orientation as the methodology for investigating the leadership's role. This is in line with my attempt to determine stakeholder's experiences and perceptions of the leadership in the school. I collected data from three sources: semi-structured interviews, observation and document analysis. The findings of this study suggest that the leadership had a significant influence on the school's success. In particular it emerged that the school leadership played an instructional role to ensure there was effective teaching and learning and that they encouraged teamwork extensively in leading the school. The leadership provided internal support structures as well as external networking to garner support for the school from the wider community. The study has also revealed that there are challenges facing this rural school's leadership in terms of poor parental involvement. Challenges such as lack of parental commitment to the school, illiteracy among adults and a communication breakdown between the school and its parents are still rife. The school leadership addresses this challenge by participating in village meetings and utilizing them as a platform to discuss school matters with parents. Further research on this topic would be useful, including such institutions as rural primary schools, private schools and colleges in the Caprivi Region, as very little research has been done on leadership roles in schools in the rural areas of Namibia.
Books on the topic "School management and organization – Namibia – Case studies"
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1946-, Quinn Terrence, ed. School leadership: Case studies solving school problems. 2nd ed. Lanham, Md: Rowman & Littlefield Education, 2011.
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Executive, Scotland Scottish. Building our future: Scotland's school estate : case studies. Edinburgh: Scottish Executive, 2003.
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Kirschmann, Robert E. Educational administration: A collection of case studies. Englewood Cliffs, N.J: Merrill, 1996.
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A, Alston Judy, ed. School leadership & administration: Important concepts, case studies, & simulations. 9th ed. New York: McGraw-Hill, 2012.
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A, Gorton Richard, and Snowden Petra E, eds. School leadership & administration: Important concepts, case studies & simulations. 6th ed. New York: McGraw-Hill, 2002.
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Gilchrist, Robert S. Effective schools: Three case studies of excellence. Bloomington, IN (1821 W. 3rd St., Suite 201, P.O. Box 8, Bloomington 47402): National Educational Service, 1989.
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Real-life case studies for school administrators. Lanham, Md: Scarecrow Press/Technomic Books, 2000.
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L, Kasten Katherine, ed. Educational leadership: Case studies for reflective practice. New York: Longman, 1991.
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Case studies in Jewish school management: Applying educational theory to school practice. West Orange, N.J: Behrman House, 1992.
Find full textBook chapters on the topic "School management and organization – Namibia – Case studies"
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Davis, Charles Bryan. "Ubuntu and Educational Leadership." In Advances in Religious and Cultural Studies, 202–14. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7947-3.ch016.
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Ubuntu has implications that extend beyond the boundaries of the organization, promoting a strong sense of mutual dependence with the community. For educational leaders, Ubuntu implies strong connections with parents of students as well as the entire local population. The author of this chapter is an American who has worked in Senegal for 25 years and learned about Ubuntu in the context of educational leadership. Using enacted environment theory as a theoretical lens, this chapter uses four short case studies that illustrate how the author learned what educational leaders do to enact an environment for their schools in which Ubuntu values are evident. The lesson drawn from these accounts is that the value of external stakeholders must be seen with a long-term lens, and the dividends these relationships pay elude Western ideas of management. These case studies also identify concrete advantages that the external environment can provide for a school when its leaders have enacted the values of Ubuntu.
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Purdy, Jill M., and Joseph Lawless. "Building a Culture of Integrity." In Handbook of Research on Teaching Ethics in Business and Management Education, 427–40. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-510-6.ch025.
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Although business students can learn about ethics through case studies and examples, this learning may not lead to future ethical behavior in ambiguous situations or unsupportive cultures. Business schools can incorporate an experiential component to ethics education by giving students the opportunity to work in an organization with integrity: the business school itself. As students begin to develop their professional identities, the business school can establish students’ expectations about how ethical people and organizations function. This supports students in developing professional identities that incorporate integrity. The authors recommend that business schools utilize the cognitive triangle of thoughts, feelings, and actions in developing a culture of integrity. Addressing all three of these components can help students avoid cognitive distortions that make them unable to recognize ethical dilemmas or render them unaware of the consequences of decisions and behaviors. The authors suggest using a portfolio of tactics to create a culture of integrity, including integrity codes and honor codes, policies and procedures, reporting mechanisms, consequences, symbols and ceremonies, top management support, faculty-student relationships, and open, truthful exchange. Unethical actions are more likely to occur in organizations with individualistic, egoistic climates, thus the challenge is to create a more collectivist, community orientation.